Barnsteiner Jane H, Disch Joanne M, Hall Leslie, Mayer David, Moore Shirley M
University of Pennsylvania School of Nursing, PA 19104, USA.
Nurs Outlook. 2007 May-Jun;55(3):144-50. doi: 10.1016/j.outlook.2007.03.003.
The work of the Institute of Medicine and others has clearly demonstrated that when healthcare professionals understand each others' roles and are able to communicate and work effectively together, patients are more likely to receive safe, quality care. Currently, there are few opportunities to bring faculty and students in pre-licensure programs from multiple disciplines together for the purpose of learning together about each others' roles, and practicing collaboration and teamwork. Designing and implementing interprofessional education offerings is challenging. Course scheduling, faculty interest and expertise in interprofessional education (IPE), a culture of IPE among faculty and students, and institutional policies for sharing course credit among schools are just a few of the challenges. This article explores the concept of IPE, and how faculty in schools of nursing might take the lead to work with colleagues in other health profession schools to prepare graduates to understand each others' roles, and the importance of teamwork, communication, and collaboration to the delivery of high quality, safe patient care.
医学研究所及其他机构的工作已清楚表明，当医疗保健专业人员了解彼此的角色并能够有效沟通与协作时，患者更有可能获得安全、优质的护理。目前，很少有机会让多个学科的预执照项目中的教师和学生聚在一起，共同了解彼此的角色，并实践协作与团队合作。设计和实施跨专业教育课程具有挑战性。课程安排、教师对跨专业教育（IPE）的兴趣和专业知识、师生之间的IPE文化，以及学校间共享课程学分的机构政策，这些只是其中的一部分挑战。本文探讨了IPE的概念，以及护理学院的教师如何带头与其他健康职业学院的同事合作，使毕业生理解彼此的角色，以及团队合作、沟通和协作对提供高质量、安全的患者护理的重要性。
